How Feedback Shapes Reflection in Teacher Education
Feedback plays a key role in teacher education, yet its real impact often goes unnoticed. Most studies explore how teachers conduct lessons. However, few examine how teacher educators give feedback and how that feedback supports reflection and growth.
A recent TESOL Quarterly study by Dr. Eunseok Ro from South Korea and Dr. Mika Ishino from Japan fills this gap. The researchers analyzed post-microteaching sessions in two universities using conversation analysis (CA). Their goal was to understand how feedback works as an interactive process.
Turning Feedback into Reflection
The study observed 21 student teachers—17 in Korea and 4 in Japan. After teaching, they joined feedback sessions where educators discussed classroom moments. These discussions transformed teaching events into “reflect-ables,” or opportunities for review and professional learning.
Positive feedback was direct and specific, praising clear examples and interactive lessons. In contrast, constructive feedback came with suggestions for improvement. Educators often emphasized how changes could benefit students.
Dr. Ishino explained that understanding these feedback patterns helps teacher educators refine their approaches. Using gestures, notes, and eye contact, feedback became collaborative rather than evaluative.
Building Interactional Competence
The findings show that feedback in teacher education is not just about assessment. It is a shared interaction that fosters reflection and deeper understanding. This approach helps future teachers develop strong communication and classroom interaction skills.
By viewing feedback as a dynamic, moment-by-moment exchange, educators can transform it into a tool for meaningful professional growth.
